1. Accommodations Duncanville Independent School District
Instructional:
Set Clear expectations
Addressing Lesson Objectives
Including a Language Objective
Create a print rich environment
Word Walls
Classroom Labeling
Content Boards
Student Generated Alphabet
Use visuals, realia, and manipulatives
Use graphic organizers/Thinking Maps
Introduce Key Vocabulary before lessons
Post key vocabulary words on content boards
Provide highlighted text or key concepts
Provide summaries or outlines of texts
Record lesson digitally for review
Divide information into smaller chunks
Focus on oral language as a basis for learning content
Have bilingual dictionaries available
Use Academic Pairing/Buddies
Allow for collaboration among students
Frequent Checks for Understanding
Allow extended time
Provide sentence stems for writing and structured academic conversation.
Contact Us
Erica Reyes
Director of Language Acquisition
Rosie Sandoval
Bilingual/ESL Coordinator
Jose Pinter
ELL Instructional Specialist (Secondary)
Claudia Galvan
ELL Instructional Specialist (Elementary) ~
Duncanville Independent School District
Assessments:
Oral/Signed Administration
Content Supports
Language and Vocabulary Supports
Extra Time
Dictionary
Basic Transcribing
Large Print
Amplification Devices
Manipulating test Materials
Mathematics Manipulatives
Projection Devices
Individualized Structured Reminders
Supplemental Aids
Best Practices for the Sheltered Instruction Classroom
Duncanville Education Plaza
710 S. Cedar Ridge Dr.
Duncanville, TX
(972)

2. Instructional Strategy Design: CITW
Second Language Acquisition Strategies
A good lesson for ELLs will target the use of second language acquisition strategies intended to prompt, build, clarify, and extend language prior to and during a lesson.
Cause & Effect Organizers (Thinking Maps)
Comparing, contrasting, classifying
Demonstrating meaning of word/passage
Dramatizations
Elaborating/Extending
Explanations of U.S customs/cultures
Front Load Key Vocabulary
Giving antonyms/synonyms
Giving examples/non examples
Guided questions/cues
Hands-on, peer interactive learning
Homophone/Homograph sort
Modeling
Non-Linguistic representations (pictures, realia, visualizations)
Paraphrasing
Pointing out prefixes./suffixes, other structures, conventions
Previewing/summarizing key words/ideas
Print Rich environment
Recounting, recapping, retelling
Reduce/eliminate/explain
Rephrasing/restating
Sentence Stems (aligned to objective) clearly displayed
Simplifying (words/sentences)
Terms are explicitly explained, clarified or emphasized
Use of Vocabulary building graphics
Prompting
Grading Guidelines & Considerations
Federal Law
States that no LEP child should be retained where language is the reason for retention. Retention of LEP students shall not be based solely upon the level of English Language Proficiency (Section I, Part G, guidelines to satisfy legal requirements of Lau v. Nichols).
State Law
Interactive Learning Strategies
Classroom teachers are required to accommodate materials, instruction, and pacing based on students’ English Language Proficiencies {TAC (A)}.
A good lesson for ELLs should promote interaction between students/teachers; students and content subject matter; critical thinking; and integration of the four perceptual modes (listening-speaking- reading-writing).
Advance Organizers (Anticipatory Guide)
Close reading strategies
Cloze Passages
Compare/Contrast matrix
Concept/Mind/Semantic Word Maps
Cooperative/Paired Learning
Four Corners
Frayer Model
Thinking maps
Inquiry Charts
Jigsaw Reading
K-W-L Strategies
Kagan Structures
List/Sort/Label
Note Taking (Cornell; T-chart)
Purposeful Talk
Questions/Answer Relationship
Reflective Journaling
Summarization
Survey, Questions, Read, Recite, Review
Think aloud
Word Walls
Verbal Visual word association
Total Physical Response
Local Policy
DISD Policy states in assessing students of limited English proficiency for mastery of the Texas Essential Knowledge and Skills, the District shall make every effort to allow students to demonstrate knowledge or competency independent of their English language skills. These efforts shall include, but not be limited to, 15 assessments in the primary language within their respective bilingual program grade levels, assessment using ELL methodologies. Grading guidelines that apply for all students include students receiving English as a Second Language services. Any exception in grading standards for a student receiving support must be determined individually by the Language Proficiency Advisory Committee (LPAC).